ACTIVITY NO.

1
MY PHILOSOPHY OF EDUCATION AS A HIGH SCHOOL TEACHER
I believe that every student/s;

 Create specific goals for his/herself,

 Is not alike to each other; there is a uniqueness possessed by each individual,
 Has the ability to cope up conflicts and adapt to the teaching-learning process
imposed in the classroom settings,
 Is capable in making connections and building inter-relationship among themselves,
 Could learn more by being actively involved and taking leadership on their own,
 Can comprehend easily when the lessons are connected to a real life situation.
 Has a lot of questions to their mind, especially when they are interested to the lessons
and problem-solving situations.
 Do not only learned from books, but also from their everyday life experience.

I believe that the rise and innovation of technology now in the 21st Century has a big
impact to every students. Through the aid of technology it deliberately develop students’
knowledge and skills of critical thinking. Aligned with it, aspire students to become
lifelong learners and help them to achieved it by focusing on collaboration, system
thinking, developing empathy, ease in communication and in tackling real world issues
and problems.

I believe that my task as a teacher is to assist, ease the learning and development of every
students to its finest and most favorable way by:

 Focusing more on the individual student's needs rather than assuming all students are
at the same level of understanding.
 Make the students aware of their strength and weaknesses by engaging them to
different classroom activities.
 Allowing the students work in a group or team to develop their leadership skills, and
make the class more fun and interactive.
 Challenging the students by giving them real world problems, puzzles, riddles that
will enhance their critical thinking.
 Acknowledging every students’ achievement either big or small, to make them
become more motivated to do their best in every situation.
 Inspiring students to become a role model by practicing discipline and promoting
values with regards to the variations or culture and their beliefs.
 Teaching them not only from the textbooks but also applying to real life experiences
where they can relate and collaborate in the discussion.

ACTIVITY NO. 2
Make a reflection on the following:
1. Can an outstanding teacher in the neighborhood school whom you have
interviewed be classified as a global teacher? Why? Why not?
Yes. An outstanding teacher in my neighborhood can be classified as a global
teacher because every teacher is armed with enough skills, appropriate attitude
and universal values to teach students with both time tested as well as modern
technologies in education in any place in the world.

2. Can one be a global teacher, without teaching abroad?

Definitely Yes. Every teacher is considered as global teachers even they were not
teaching abroad. Some of their goal in their teaching career are creating a
classroom environment that values diversity and as they integrate global learning
experiences into the curriculum, makes them more become a global teacher on
their own.
3. “As a global teacher, act locally but think globally”.
I believed that a global teacher incorporates various global issues into their
curriculum including multiculturalism, economic, environmental and social issues
as they act nor teach locally. As innovations continue to flourish, millions of
information are made available in the worldwideweb and new ways of learning
have emerged. It is indeed that there is no area of human activity that is not
affected by globalization. In order to make the teaching and learning process
become more integrated, teacher employs global strategies that will enhance the
knowledge and skills in a classroom settings.
 ACTIVITY NO. 3

So you have traveled to some places of the world. You surveyed examples of
educational system that have educated millions of citizens in one big classroom: the world.
As a future GLOBAL teacher, it is best that you become familiar with some of these
educational systems. Let us now find out how much have you learned:

1. Make a matrix using the example below;

Educational System of Selected Countries of the World

Name of country Levels of Education Description of each level Special Features

1. Australia Age of entry: 6 Primary and
Primary Age of exit: 15 Secondary education
Type of school providing this in Australia is
education: Government and delivered through both
Non-Government Primary government and non-
Schools government providers.
Length of program in years: 6 State and Territory
Age level from: 6 to: 12 governments have
major responsibility
for government school
education and
contribute
substantially to funds
for non-government
schools. Most students
are enrolled in
government schools
which operate under
Junior Secondary Type of school providing this the direct
education: Government or responsibility of the
Non-Government Co- State or Territory
Educational Education Minister,
Comprehensive/Multi- while the rest choose
Purpose High School non-government
Length of program in years: 4 schooling.
Age level from: 12 to: 16
Certificate/diploma
awarded: Junior
Secondary Certificate
of Education (Year 10
Certificate)
The Framework links
together all these
qualifications and is a
highly visible, quality-
assured national
system of educational
Government./Non- recognition, which
Senior Secondary Government Co-Educational
Comprehensive/Multi-
Purpose High School/Senior
College
Length of program in years: 2
Age level from: 16 to: 18
Higher Education
University level first stage:
Undergraduate Studies
University level second stage:
Postgraduate Studies:
University level third stage: Education (Year 12
Higher Doctorate:
promotes lifelong
learning and a
seamless and diverse
education and training
system.
Certificate of
Certificate)
Certificate/diploma
awarded: Senior
Secondary
The main purposes of
Australian higher
education are to enable
individuals to develop
their capabilities for
effective participation
in the workforce, for
constructive
contributions to
society and for
personal growth and
fulfilment; to advance
knowledge and
understanding; aid the
application of
knowledge and
understanding to the
benefit of the economy
and the society; enable
individuals to adapt
and learn, consistent
with the needs of an
adaptable knowledge-
based economy at
local, regional and
national levels; and
contribute to a
democratic, civilized

2. China Primary Education Usually for children aged
from three to six years old.
Academic
Secondary Education secondary education consists
of junior (three years) and
senior middle schools (three
years).
Higher Education 1) Universities that offer
four-year or five-year
undergraduate degrees to
award academic degree
qualifications; and 2) colleges
that offer three-year diploma
or certificate courses on both
academic and vocational
subjects.
3. Japan Basic Education
• Elementary School  lasting six years
Secondary
• Middle School (three years)
• High School three years),
Tertiary
• University (four years)
4. South Elementary Education Kindergarten- Grade 1-
Africa 6 (6-12 years old)
Secondary Education Junior High School (4years)
Senior High School (2 years)
Tertiary Education Three levels: bachelor's (first
cycle), master's (second
cycle) and doctoral (third
cycle).
society.
Children agedat six or
seven years old shall
be enrolled in school
for compulsory
education, covering a
six-year primary
education and a three-
year junior secondary
education.
Postgraduate and
doctoral programmes
are only offered at
universities.
Students also learn
traditional Japanese
arts like shodo
(calligraphy) and
haiku. Shodo involves
dipping a brush in ink
and using it to write
kanji (characters that
are used in several
East Asian countries
Education in South
Africa is governed by
two national
departments, namely
the department of
Basic Education
(DBE), which is
responsible for
primary and secondary
schools, and the
department of Higher
Education and
Training (DHET),
which is responsible
for tertiary education
and vocational

5. England PRIMARY EDUCATION
SECONDARY EDUCATION
FURTHER EDUCATION
training.
Primary education begins in Each level of
the UK at age 5 and education in the UK
continues until age 11, has varying
comprising key stages one requirements which
and two under the UK must be satisfied in
educational system. order to gain entry at
From age 11 to 16, students that level.
will enter secondary school undreds of thousands
for key stages three and four of international
and to start their move students study in the
towards taking the GCSE's - UK each year, giving
learn more about secondary the UK a consistently
education in the UK and what high ranking in
it will involve. Primary and popularity. With a
secondary education is diverse population and
mandatory in the UK; after a reputation for
age 16, education is optional. prestigious schooling,
Once a student finishes the UK is a natural
secondary education they location for
have the option to extend into international students
further education to take their to flock to.
A-Levels, GNVQ's, BTEC's
or other such qualifications.
UK students planning to go to
college or university must
complete further education.

HIGHER EDUCATION Probably the most important

subject area on this site, this
explains more about the
higher education system in
the UK and how it works for
international students. Most
international students will
enter directly into the UK
higher education system,
after completing their home
country’s equivalent to the
UK’s “further education.”
6. United • Primary Education Grades 1 to 4 – ages 6-10, transition to middle
States of Grades 1 to 5 – ages 6-11, • school
America Grades 1 to 6 – ages 6-12, • transition to middle
Grades 1 to 7 – ages 6-14, school
• Middle School transition to junior
Education Two levels include: high school
• Secondary • Junior high school transition to junior
Education (High • Senior high school high school
School)
• HIGHER
 EDUCATION Post-secondary Education
• Vocational and technical
schools
• College and University
Education
7. New • Early Childhood Pre-school (Birth- 5 years) Their education system
Zealand • Primary School is world-class, modern
• Intermediate Years 1-8 ( 5-13 years) and
School (Not responsive
always Years 7-8 (11-13) •It combines proven,
applicable as traditional principles
some primary of education
schools include with innovation,
these years) creativity and fresh
• Secondary Years 7-13 (11-17 or 18) thinking to produce
School Also learners and citizens
knows as equipped for the 21st
College/High century (New
School/Grammar Zealand Ministry of
School Education, 2012)
• Tertiary Also 17 onwards
includes Institute •Institutes of Technology
of Technology and Polytechnics • Private
and Polytechnics Training Institutions and
English Language Program
8. Philippines BASIC EDUCATION Kindergarten- Grade 1-
• Elementary 6 (6-12 years old) Eligible to attend
Education Secondary Education
• Secondary Junior High School (4years)
Education Senior High School (2 years)
Eligible to attend
Higher Education

Taking 4 year Course in

• Higher Education/
Tertiary Education
College or a 2 year course in
Tech-Voc, Post-graduate.
Eligibility to become
professional
ACTIVITY NO.4

Make a Reflection!

1. Bases on your matrix of the various educational systems of other countries,

how would you compare our Philippine educational system? In what aspects
are we similar with other countries? Is our educational system globally
competitive? How do you see yourself in the K to 12 Curriculum as a
teacher? In the Philippines, education is a public or state function. Public
elementary and secondary education is supported by the national government, the
former as mandated by the Constitution (1987). The Department is primarily
responsible for the formulation, planning, implementation and co-ordination of the
policies, standards, regulations, plans, programmes and projects in areas of formal
and non-formal education.
.Like many other countries, specifically Australia, United States, South Africa,
China and Japan, Philippine Educational system progressed with the K-12
Program wherein both of the countries, levels of schooling were the same.
I can say that our educational system is globally competitive. Compared to United
States, the Philippine nation has an extensive and highly inclusive system of
education, including higher education. In the present day, the United States
continues to influence the Philippines education system, as many of the country’s
teachers and professors have earned advanced degrees from United States
universities.
I see myself as a K-12 Curriculum teacher that is flexible in adapting to new ways
of how students learn in the 21st Century classroom. As such, they are required to
be a lifelong learners, which may include even having a virtual identity and
always updating their skills in order to meet the changing demand in a classroom
settings.
2. If given an opportunity to experience teaching in another country listed below,
where would you like to teach? Why?
I would like to teach in Australia. Knowing that their educational system is quite
similar to our country’s system of education, adapting in the teaching environment
and process will not be difficult. Also, as they were more advanced in technology as a
primary aid in delivering the lessons, I can dwell and improve my teaching skills
there. Lastly, one factors that drives me to admire Australia educational system is that,
 how luxury life is, to live there. You can earn a lot of money, as they offer big salaries
that will make your life better and prosperous.

ACTIVITY NO.5
Make a Reflection
Situation 1:
Mrs. Rosa Rose a teacher born and raised in the Visayas married a Tausog in Jolo,
Sulu. The marriage necessitated her to transfer teaching in the place of her husband who is
also a teacher. Coming from a different family background in terms of religion, ethnic origin,
and social background, Mrs. Rose has to adjust to her present relocated residence. She was
accepted to teach in one of the elementary schools in the area where a mixture of different
ethnic groups is enrolled. Reflect on the situation given.

Reflection:
1. What teaching challenges will Mrs. Rose encounter with her diverse students?
Mrs. Rose will encounter teaching challenges of having a “Culture-Shock”. One of it is the
language barrier that she will be experience on her journey as a teacher. It would be hard
for her to communicate well with her students and the process of learning will be slowed
down.

2. How would she address these challenges as a multicultural teacher?

I believed in order for her to address those challenges, she should be patient enough to
learn more about the culture of her students that is different from her.
She should adapt with their mode of education and acknowledge every factors that will
enhance the learning of her students.

3. What personal dilemmas will she encounter? If you were in her place, what
would you do?
Personal dilemmas she will encounter might be inadequacy or difficulties to reach
out and relate with her students, because I believe every teacher wants to have a connection
with her students, to build good relationships with them and help them in every possible way
they can. She might also be lonely nor lose her confidence and self-esteem.
If I were in her place, I will seek guidance to every people there and keep engaging
myself to the crowd, to my students and co-teachers to let them feel that I am capable to
dwell and learn more of their cultures and appreciate our individual difference.
Situation 2:
You are to teach in an international school in Indonesia. You graduated
From one of the teacher education institutions in the Philippines. The school
Curriculum is American-based, but your students come from different countries
But majority are Indonesian nationals.

1. What challenges are seen in your classroom?

The diversity and marginalization of my students includes their races, nationality,
gender and language they possess can be the major challenges in the classroom.
2. How would you prepare to meet these challenges?
First and foremost, I should study about their nationalism, their way of life and
relate/empathize them and respect each other’s individual differences. Also by being
observant of their behavior in my class could lead me to find out an appropriate
multidisciplinary strategies that I will used in my teaching.
 ASSIGNMENT NO. 1
NAME OF PERSONAL PROFESSIONAL REQUIREMENTS TO
COUNTRY QUALITIES OF QUALITIES OF BECOME
TEACHERS TEACHERS PROFESSIONAL
TEACHERS
1. JAPAN 2. Effective teachers 5. Ability to Make Ideas  . Elementary school
need to build and Content Clear to teachers required four
trusting, enhance years of training from
compassionate understanding and normal schools or
Relationships with learning women's normal
their students. It 6. Patient, Caring and schools. 
was also the most kind personality  Middle school
common response 7. Dedication to teachers had three
when comparing teaching and students’ more years of training
elementary, success in higher normal
middle, and high 8. Ability to create and schools after
school grade manage a productive graduating from
levels, private and learning environment normal schools. 
public schools, and (Classroom  Tokyo and Hiroshima
males and females. Management) teacher's colleges
3. Professionalism 9. Deep content or provided advanced
focuses on Subject Matter studies in education
workplace Knowledge for graduates of
practices and 10. Ability to Engage higher normal
responsibility as a students and motivate schools. The training
professional (e.g., them to learn period in normal
being respectful 11. Strong Teaching schools was expanded
and honest), Skills and use of to five years for
including effective pedagogical higher elementary
knowledge of rules methods graduates and to two
and regulations. years for students
4. Knowledge of who graduated from
Learners involves middle school. In
regarding students 1943, normal schools
as individuals and were upgraded to
understanding their professional schools,
individual learning and required a degree
needs and how from a middle school
they learn and and three more years
develop. of training. 
 A Valid Passport.
Obviously, you need
a passport to travel
internationally.
Ideally, you have one
from an English-
speaking country, but
some schools will
 make exceptions if
you have a high-
proficiency of
English.
 Completed Visa
Application Form.
Your school will
likely help you with
this. It can also be
found on the Japanese
Embassy website.
 Certificate of
Eligibility. When you
are hired, your school
will provide this for
you.
 Be mentally and
physically healthy.
They don’t do an
official health check,
but if you have health
problems you should
resolve these before
living in a foreign
country.
 No criminal record.
You don’t need to
show a background
check, but if it is later
discovered you have a
criminal record you
could be in pretty big
trouble.
 Savings of $2,000 or
more. The more you
bring the better. Japan
is not a cheap place to
live and you will need
money to live on
before you get your
first paycheck. Credit
cards are not widely
accepted in Japan, so
be sure you can
withdraw this money
in cash.
 Passport-size photos.
The exact number you
need varies. Your
school will tell you
 how many you should
need. Always bring a
few extra with you
just in case.
 Putting It All
Together
 Finding a teaching job
in Japan will take
some preparation,
time, and patience.
While applying for
jobs and waiting for
paperwork to be
processed, save as
much money as
possible and learn as
much about Japan as
you can. This will
make your life easier
when you get to
Japan.
 Teaching in Japan is a
life-changing
experience for many
people, myself
included. It came with
many ups and downs,
but in my opinion, it
was well worth it. If
you are ready for the
adventure of a
lifetime and to live in
a culture that is very
different from your
own, apply to teach
English in Japan.

2.  Emotionally  Teacher applicants  English teaching
SWITZERLAND Intelligent must have at least 2-3
 Talented and years of previous positions will require
intelligent teaching experience in teachers to hold a
 Person of a pertinent subject
area/discipline, Bachelor’s degree and
compassion
 Forgiving preferably at an some form of ESL
 Encouraging international school.
teaching qualification,
 Sense of Humor Teaching certification
is required for all such as a TEFL
 Person of integrity
positions. Applicants certificate.
 Selflessness
must furnish evidence
 Dedicated  Many private
 Resilient of:
 Student centered
 Not afraid of  Teaching licence
change including specialism
 Risk-taker  Documented record
 Open minded of excellence in
 Understanding teaching
“learning” is at the  BA / BSC or
core of teaching equivalent university
degree
 Able to lead and
follow  IB Diploma/AP
experience for
specified Upper
School positions
 Understanding of
Middle School
philosophy and best
practice for Middle
School positions
 Experience/familiarity
with an inquiry-based  It’s important to note
pedagogy for Lower
School positions
 Integration of
technology into
curriculum
 Learner-centered
focus
 Commitment to
ongoing professional
growth
 Ability to
differentiate for
diverse learning needs
 Teamwork,
collaboration, and
active participation in
school activities
language schools will
also provide in-house
training to their new
teachers. For teachers
with more experience
and qualifications,
opportunities lie in in
higher education
institutions, private
finishing schools,
private tutoring or
hotel schools that
offer good pay with
benefits.
that all teachers
wishing to teach in
Switzerland must
obtain a work permit.
Work permits are
awarded to teachers
who have secured a
work contract, which
can pose great
difficulty for some, as
many Swiss schools
prefer to employ
teachers who already
live in the country.